Dr. Del Siegle
Lynn and Ray Neag Chair for Gifted Education and Talent Development
Del Siegle is a professor in the Giftedness, Creativity, and Talent Development program in the Neag School of Education at the University of Connecticut.
He serves as director of the National Center for Research on Gifted Education and director of the GCT@UConn (otherwise known as the Neag School’s Three Summers Program). He is a former associate dean of research and faaculty affairs, past head of the Department of Educational Psychology, past president of the Montana Association of Gifted and Talented Education (Montana AGATE), past president of the National Association for Gifted Children (NAGC), and past chair of the Research on Giftedness, Creativity, and Talent SIG of the American Educational Research Association (AERA).
Along with Betsy McCoach, he was co-editor of Gifted Child Quarterly and founding co-editor of the Journal of Advanced Academics. He writes a technology column for Gifted Child Today. Siegle is co-author with Gary Davis and Sylvia Rimm of the popular textbook Education of the Gifted and Talented. He is also author of The Underachieving Gifted Child: Recognizing, Understanding, & Reversing Underachievement. Prior to becoming a professor, Del worked with gifted and talented students in Montana.
Dr. Sally M. Reis
Letitia Neag Morgan Chair for Educational Psychology
Dr. Sally M. Reis, currently the Vice Provost of Academic Affairs at UConn, is a Board of Trustees Distinguished Professor and a Teaching Fellow. She has also served as principal investigator of the National Research Center on the Gifted and Talented. She was a public school teacher and administrator before joining the UConn faculty in 1988.
Dr. Reis has authored more than 250 publications, articles, books, book chapters, monographs, and technical reports. She also works on a research team that has generated more than $60 million in grants during the last two decades, serves on several editorial boards, and is past president of the National Association for Gifted Children. She has won many professional awards, including the Distinguished Scholar of the National Association for Gifted Children, and has been named a Fellow of the American Psychological Association.
Dr. Richard L. Schwab
Neag Endowed Professor of Educational Leadership
Dean Schwab’s commitment to education reaches the national, regional, and international levels. He is a member of the American Association of Colleges of Teacher Education (AACTE) and has taught in AACTE’s New Deans Institute. He serves on the National Commission on Teaching America’s Future and has been elected to its board of directors. He is past president of the Council of Academic Deans from Research Education Institutions and has held leadership positions in numerous state and regional education organizations. He has served as president and held several other offices of the Northeastern Educational Research Association. Internationally, he has served on the Quality Assurance Team for Teacher Education in the state of Qatar and worked with universities in the United Arab Emirates, Russia, Ireland, South Africa, and Saudi Arabia on educational reform issues.
Dr. Schwab has researched, presented and published on issues related to teacher preparation, teacher and administrator education reform, educational technology, and occupational stress and health in educational organizations. He collaborated with Neag faculty on the book, Portrait of a Profession: Teaching and Teachers in the 21st Century, for which he served as co-editor. In recognition of his outstanding research on teacher education, he was presented with the AACTE Margaret Lindsey Award for Distinguished Research in Teacher Education. In 2006, he was honored by his undergraduate alma mater, Boston University, with the Ida M. Johnston Award for Outstanding Achievement and Service. His awards from research associations include the Leo Doherty Award from The Northeastern Educational Research Association for Outstanding Leadership in Educational Research and the Outstanding Scholar Award in Occupational Stress and Health from the American Research Association.
Dr. Suzanne Wilson
Neag Endowed Professorship
Dr. Suzanne M. Wilson is a nationally known expert on teacher preparation and professional development. Dr. Wilson came to UConn in 2013 from Michigan State University, where she served as chair and professor in the department of Teacher Education. Dr. Wilson was the first director of the Teacher Assessment Project, which developed prototype assessments for the National Board for Professional Teaching Standards. While at Michigan State, she collaborated on several large-scale research projects, including the National Center for Research on Teacher Education, the Educational Policy and Practice Study, and the National Partnership for Excellence and Accountability in Teaching.
Dr. Wilson has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. Her current work concerns exploring various measures of teaching and teachers’ understanding that might be used for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher education and licensure. She has published in American Educator, American Educational Research Journal, Educational Researcher, Elementary School Journal, Journal of Teacher Education, Phi Delta Kappan, and Teaching Education. She is author of California Dreaming: Reforming Mathematics Education (Yale 2003), and editor of Lee Shulman’s collection of essays, Wisdom of practice: Essays on teaching, learning, and learning to teach (Jossey-Bass 2004).
Dr. Casey Cobb
Neag Endowed Professor of Educational Policy
Dr. Casey D. Cobb is the Neag Endowed Professor of Educational Policy at the Neag School of Education. He is also Editor of Educational Administration Quarterly, a ranked Sage and UCEA journal. Dr. Cobb served as an assistant professor of Education at the University of New Hampshire before coming to UConn in 2003.
He has a bachelor’s degree from Harvard University, a master’s degree from the University of Maine, and a doctorate in Educational Leadership and Policy from Arizona State University. Widely published, he is a National Education Policy Center Fellow and member of the Research Advisory Panel for the National Coalition on School Diversity.
Dr. Preston Green III
John and Maria Neag Professor of Urban Education
Dr. Preston Green III is the John and Maria Neag Professor of Urban Education at the Neag School of Education. A sought-after expert in such areas as charter schools, educational leadership, educational policy, and school choice, Dr. Green joined the Neag School in 2013. Since then, he has helped develop the UCAPP Law Program, which enables participants to obtain a law degree and school administrator certification at the same time. He also developed the School Law Online Graduate Certificate, a 12-credit online program that helps educators, administrators and policy makers understand the legal dimension of K-12 education. He has written original commentary for, and he and his research have been featured in, a diverse range of prominent national media outlets, among them The Atlantic, The Conversation, New Republic, The New York Times, and The Wall Street Journal. Green has a bachelor’s degree from University of Virginia, and a JD and Ed.D. from Columbia University.
Dr. Sandra M. Chafouleas
Neag Professor
Sandra M. Chafouleas is a Board of Trustees Distinguished Professor in the Department of Educational Psychology within the Neag School of Education. She also serves as the founder and Co-Director of the UConn Collaboratory on School and Child Health (CSCH). Chafouleas received her Ph.D. in school psychology from Syracuse University and has been a licensed psychologist in Connecticut since 2001.
Chafouleas has demonstrated continued success with extramurally funded research since 2006, with work focused on supporting school system implementation of evidence-informed practices and expertise in areas of integrated health and learning (whole child), school mental health, and behavior assessment. She has authored more than 150 publications, and regularly serves as a national presenter and invited speaker. She is a fellow in the American Psychological Association and the Association for Psychological Science, and is an Invited Member and Past-President of the Society for the Study of School Psychology.
She received the 2018 Edward C. Marth Graduate Mentorship award from the University of Connecticut AAUP; the 2018 UConn Alumni Foundation award for Faculty Excellence in Research and Creativity Award in the Humanities, Arts and Social Sciences; the 2016 APA Division 16 Oakland Mid-Career Scholar Award; the 2009 UConn Alumni Association award for Excellence in Graduate Teaching; and previously served as associate dean for UConn’s Graduate School and then as associate dean for research in the Neag School.
Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings supporting the needs of children with behavior disorders.
Dr. Morgaen L. Donaldson
Philip E. Austin Endowed Chair
Morgaen Donaldson is associate dean for research and professor in the Department of Educational Leadership within the Neag School of Education. She also serves as the founder and co-director of the Center for Education Policy Analysis, Research, and Evaluation (CEPARE), and co-director of the Connecticut COVID-19 Education Research Collaborative, a partnership between Connecticut’s institutions of higher education and the Connecticut State Department of Education, and a research affiliate of the Project on the Next Generation of Teachers at Harvard University.
Her research has significant policy implications in multiple domains, including educator quality, educator development and evaluation, teacher retention, district and school leadership, and teachers’ unions, with a particular focus on urban and rural schools. She is the author of more than 40 articles and four books, including her recent publication Multidisciplinary Perspectives on Teacher Evaluation: Understanding the Research and Theory (Routledge, 2020).
